Recent Submissions

  • The Real World of the Ivory Tower: Linking Classroom and Practice via Pedagogical Modeling 

    Campbell, Carolyn, Rose Scott-Lincourt, and Kimberley Brennan. 2008. "The Real World of the Ivory Tower: Linking Classroom and Practice via Pedagogical Modeling." Journal of Teaching in Social Work 28(1-2): 35-51.
    The authors explore the pedagogical principles of congruency, modeling, and transfer of learning through the description and analysis of a course entitled "The Theory and Practice of Anti-oppressive Social Work." Initially ...
  • A Study of Community Guides: Lessons for Professionals Practicing with and in Communities 

    Ungar, Michael, Susan Manuel, Stephanie Mealey, Golda Thomas, et al. 2004. "A Study of Community Guides: Lessons for Professionals Practicing with and in Communities." Social work 49(4): 550-561.
    A study of 35 nonprofessional helpers, identified as community "guides," focused on the contribution each made to helping marginalized individuals and families become a part of their communities. The lessons learned through ...
  • Deconstructing Knowledge Claims: Epistemological Challenges in Social Work Education 

    Campbell, Carolyn, and Michael Ungar. 2003. "Deconstructing Knowledge Claims: Epistemological Challenges in Social Work Education." Journal of Progressive Human Services 14(1): 41-59.
    Developments in postmodern theory are challenging the foundations of social work theory, practice, & pedagogy. This paper explores one of these challenges, the deconstruction of expert knowledge claims & the honoring of ...
  • Anti-Oppressive Theory and Practice as the Organizing Theme for Social Work Education: The Case in Favour 

    Campbell, Carolyn. 2003. "Anti-Oppressive Theory and Practice as the Organizing Theme for Social Work Education: The Case in Favour." Canadian Social Work Review/Revue canadienne de service social 20(1): 121-125.
    Argues that anti-oppressive theory & practice provides an appropriate & effective perspective for social work education in light of present sociopolitical realities. A broad working definition of anti-oppressive theory & ...
  • Rebuttal: Working within Contradiction and Ambiguity 

    Campbell, Carolyn. 2003. "Rebuttal: Working within Contradiction and Ambiguity." Canadian Social Work Review/Revue canadienne de service social 20(1): 133-135.
    Responds to Frank James Tester's (2003) argument against the utility of anti-oppressive theory & practice. His lack of direct reference to the specifics of social work education & curricula is lamented, along with his ...
  • The Search for Congruency: Developing Strategies for Anti-Oppressive Social Work Pedagogy 

    Campbell, Carolyn. 2002. "The Search for Congruency: Developing Strategies for Anti-Oppressive Social Work Pedagogy." Canadian Social Work Review/Revue canadienne de service social 19(1): 25-42.
    Social work educators who are committed to anti-oppressive practice are paying insufficient attention to the need for congruency between the content & the process of social work education. Drawing upon the literature ...
  • Empowering Pedagogy: Experiential Education in the Social Work Classroom 

    Campbell, Carolyn. 1999. "Empowering Pedagogy: Experiential Education in the Social Work Classroom." Canadian Social Work Review/Revue canadienne de service social 16(1): 35-48.
    Educators recognize the need for consistency between the content & process of social work education. For those interested in promoting practice based on empowerment, such consistency calls for pedagogical methods that both ...
  • Competency-Based Social Work 

    Campbell, Carolyn. 2011. "Competency-Based Social Work." Canadian Social Work Review 28(2): 311-315.
    The article offers the author's insights on competency-based social work, which is an attempt to entrench a specific perception of social work theory, practice and education. The author cites two documents such as the "2010 ...
  • Teaching Controversy 

    Campbell, Carolyn. 2005. "Teaching Controversy." Journal of Progressive Human Services 16(1): 104-106.
    The article reviews the book "TEACHING CONTROVERSY," by L. Visano and L. Jakubowski.
  • Teaching critically reflective analysis in the context of a social justice course 

    Campbell, Carolyn, and Gail Baikie. 2013. "Teaching critically reflective analysis in the context of a social justice course." Reflective Practice 14(4): 452-464.
    No abstract available.
  • Beginning at the Beginning: An Exploration of Critical Social Work 

    Campbell, Carolyn, and Gail Baikie. 2012. "Beginning at the Beginning: An Exploration of Critical Social Work." Critical Social Work 13(1): 6781.
    No abstract available.